Choice of learning resources and its influence on inclusive gender education
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Authors
Ishaya, Ibrahim
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: This study was conducted in a girls' secondary school in Zonkwa, Kaduna State, Nigeria, focusing on Senior Secondary III students. The teaching context reflects a society where gender roles are traditionally defined, with girls often relegated to domestic duties. The researcher observed that many learning resources used in the classroom reinforced these stereotypes, presenting males in professional roles and females in less prestigious roles. This disparity raised concerns about its impact on female students' participation and aspirations.
Aims: The study aimed to investigate how gender is portrayed in classroom learning resources and how these portrayals influence student participation and perceptions of gender roles. Specifically, it sought to understand students' and teachers' views on the use of these resources and their impact on female students' engagement and career aspirations. The researcher aimed to use this understanding to promote more inclusive and motivating learning experiences for female students.
Methods: The researcher utilized structured questionnaires and focus group discussions to collect data. Ten students (five male and five female) were surveyed to gauge their perceptions of gender representation in classroom resources. Additionally, a focus group with eight students and a separate one with colleagues were conducted to gather deeper insights into the impact of these resources on students' engagement and views on gender roles. The study also involved analysing existing learning resources to assess their portrayal of gender.
Findings: The study revealed that most learning resources, such as textbooks and charts, predominantly depicted males in prestigious roles like engineers and doctors, while females were shown in domestic or less influential roles. This biased representation affected female students' participation and lowered their confidence. After introducing gender-balanced resources and incorporating activities like mixed-gender group work and role-playing, there was a noticeable increase in female students' participation and a broader understanding of gender roles among all students.
Implications: This study suggests that using gender-inclusive learning resources can enhance female students' participation and aspirations. Teachers may benefit from evaluating and selecting resources that portray both genders equally in various professional roles. Activities that encourage collaboration and reflect gender equality can also help change traditional perceptions and foster a more inclusive classroom environment.
Aims: The study aimed to investigate how gender is portrayed in classroom learning resources and how these portrayals influence student participation and perceptions of gender roles. Specifically, it sought to understand students' and teachers' views on the use of these resources and their impact on female students' engagement and career aspirations. The researcher aimed to use this understanding to promote more inclusive and motivating learning experiences for female students.
Methods: The researcher utilized structured questionnaires and focus group discussions to collect data. Ten students (five male and five female) were surveyed to gauge their perceptions of gender representation in classroom resources. Additionally, a focus group with eight students and a separate one with colleagues were conducted to gather deeper insights into the impact of these resources on students' engagement and views on gender roles. The study also involved analysing existing learning resources to assess their portrayal of gender.
Findings: The study revealed that most learning resources, such as textbooks and charts, predominantly depicted males in prestigious roles like engineers and doctors, while females were shown in domestic or less influential roles. This biased representation affected female students' participation and lowered their confidence. After introducing gender-balanced resources and incorporating activities like mixed-gender group work and role-playing, there was a noticeable increase in female students' participation and a broader understanding of gender roles among all students.
Implications: This study suggests that using gender-inclusive learning resources can enhance female students' participation and aspirations. Teachers may benefit from evaluating and selecting resources that portray both genders equally in various professional roles. Activities that encourage collaboration and reflect gender equality can also help change traditional perceptions and foster a more inclusive classroom environment.
Description
Keywords (free text)
gender representation , learning resources , student participation , inclusive education , gender equality , secondary education